Individuals with autism often have difficulties reading non-verbal forms of communication, such as body language, and find it hard to relate to other people’s feelings and emotions, which can effect their responses to a social situation as they will appear out of context or inappropriate. Another problem an autistic individual may experience in social interaction is having a rigid set of interests. For example, an individual may have a vast knowledge on sport, and will only want to discuss this topic of interest, resulting in a monologue of interests rather than a conversation. 3. - The problems of inflexibility and restrictiveness in activities and interests and how these may affect Individuals with autism can often show inflexibility and restrictiveness in their interests.
| there a few factors to concider with promiting good and effictive communication such as. Disabilities: Disabilities such as hearing loss, impaired vision, mobility problems or speech impairment can affect the effective communication. Proper communication method should be known and pre-aware of before communicating the people with disability or different health issues. Cultural Differences: Communication differences can result from differences in culture. In some cultures, children are not allowed to speak in front of adult and some kind of body gesture, eye contact, facial expression and touch are inappropriate.
So they can be asking for something but the words mean something else and communication could be difficult when talking to the individual. People with dysarthria have trouble making certain sounds or words. Their speech is poorly pronounced (such as slurring), and the rhythm or speed of their speech changes. Other symptoms
This would make it difficult for the service worker to communicate information to the service user. Learning disabilities can also affect a service user’s ability to communicate. While speaking to a Speech and language therapist, I learnt that service users with Semantic-pragmatic disorder find it difficult to effectively communicate with others. Semantic pragmatic disorder causes delayed language development and have difficulty following conversations. This means that the service user cannot fully communicate their feelings and opinions and would struggle to convey what is wrong with them
This makes conversation stilted and difficult to maintain. Then of course there is the problem of remembering people’s names which can become so dominating that the affected person does not listen
Outcome 4 Be able to apply principles and practices relating to confidentiality at work. 1. Confidentiality means that you have to keep certain information private, respect people’s privacy, only the children’s parents or carers will have access to files and records of their own children but not any other child. Staff can’t discuss individual children with people other than the parents or carers of that child. Information given by parents or carers to nursery staff can’t be passed on to third parties.
Some may not be able to speak or have fairly limited speech, whilst other will have good language skills but not understand the give-and-take nature of speech and will often talk at length about themselves and their own interests. Difficulties include not being able to cope with change in routines unless given enough time to adjust, not wanting to try new activities and not being able too enjoy activities with a group of people, restrictions can include diet, clothing surroundings due to, in some cases, heightened sensitivity to things such as taste, smell, noise and touch. OUTCOME 2 It is important to recognise that each individual has their own abilities, needs, strengths, preferences and interests so you can provide the care and support they need and avoid unnecessary distress. It is a spectrum condition as while all people with autism share certain difficulties the condition will affect them in different ways. Individuals with autism can also have accompanying learning difficulties, ADHD Attention Deficit Hyperactivity Disorder and other learning difficulties such as dyslexia and dyspraxia
Another factor that can affect how learning or development activities are implemented is language and communication. If the individual that is trying to teach somebody or help with activities that has a different first language to the individual it may be harder to understand. This not only places these learners at a disadvantage, but it also leads to linguistic difficulties which contribute to learning breakdown. f the individual you are supporting cannot speak due to how severe their physical or mental disabilitiy they have, it can create huge issues with learning development. These individuals are usually excluded from learning and development activities due to these disabilities.
Children and young people need to know that their information will be kept safe and that they won’t be in risk of teasing or bullying by other pupils. Adults need to feel secure in the knowledge that they or their children will not be the topic of playground gossip by other parents and that their home details will be safe from others. Parents should be reassured that the school is providing correct care and support for them and their children. There may come a time when you will need to let others know your obligations with regard to confidentiality and the sharing of information you have gathered regarding a child or young adult. In most cases parental consent is necessary in order to share the information with other professional bodies, however, the school has a legal obligation to disclose information if there is any indication of the child or young adult being at risk.
| The writer’s voice is not appropriate throughout the whole paper and/or it is not consistent. | There is no clear voice in the paper and/or it is inappropriate for the audience and purpose. | | | The diction is specific and clear. Elevated diction is used where appropriate and used in a natural way. | Wording is occasionally awkward because of misused words or choppy syntax.